![]() ![]() In addition to the perceived lack of authorial self, students also struggle with finding ideas worth writing about. Such forces include but are not limited to reader responses, especially favorable ones, from peers or the instructor editing instruction from Writing Center tutors or others interest in and engagement with written texts assistance with and consideration of the visual layout of the work, etc. Telling students that they are fully capable of articulating their ideas is not a convincing approach because much more sophisticated and larger forces are at play in the emergence of an authorial self. ![]() Usually these problems resurface when we are at the drafting stage of an assignment. ![]() Such perceived inability confirms students’ opinion that they are not writers nor are they good writers. In many of my writing courses, regardless of the institutions at which I have taught-a community college or a four-year university,-I encounter students who explain their problems with writing in terms of knowing what they want to say but not knowing how to say it. Tanya Zhelezcheva, Queensborough Community College Two Assignments for the Composition and Literature Classrooms" By Dr. "Writing Thesis Statements with Erasmus and Descartes: Home | About | Submissions | Editorial Board | Links | Videos | Back Issues A Peer-Reviewed, Academic, Online JournalÄedicated to the Teaching of Medieval & Renaissance Literature
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